BOS1 
V\3 


UC-NRLF 


SB    17    513 


GRADING  PUPILS  IN 

VOCATIONAL 

SUBJECTS 


GRADING  PUPILS  IN 
VOCATIONAL  SUBJECTS 


By  D.  J.  MacDONALD 

Associate  Professor  of  Vocational  Education 
Indiana  University 


1117  MERCHANTS  BANK  BUILDING 
INDIANAPOLIS,  INDIANA 


Copyrighted  1918 
By  D.  J.  MacDONALD 

Associate  Professor  of  Vocational  Education 
Indiana  University 


Price,  Fifteen  Cents 

This  nominal  price  is  made  possible  by  reason  of  the 
courtesy  of  T.  G.  McGrew,  Superintendent 
U.  T.  A.  School  of  Printing 
Indianapolis 


GRADING  PUPILS  IN 
VOCATIONAL  SUBJECTS* 

Among  administrative  problems  in  education  it  is  safe  to  say  that 
the  importance  of  none  has  been  more  largely  underestimated  than 
that  of  grading  pupils.  Even  superficial  scrutiny  will  convince  an 
observer  that  almost  universally  the  grades  or  marks  given  at  the  end 
of  stated  periods  are  at  best,  ''blanket"  or  "omnibus"  grades  and  have 
little,  if  any,  significance  to  teacher  or  pupil  in  the  way  of  indicating 
progress  in  acquiring  desirable  physical,  mental  and  spiritual  habits. 
Regardless  of  how  conscientious  teachers  are,  grades  as  ordinarily 
given  may,  with  propriety,  be  referred  to  as  "covering  a  multitude  of 
sins."  Times  without  number  has  the  writer  questioned  teachers 
relative  to  the  true  meaning  of  A-(-  or  B  grades  only  to  receive  a  cold 
and  somewhat  disturbing  stare  accompanied  by  some  such  response  as, 
"It  means  that  his  work  for  the  term  has  been  such  as  to  entitle  him 
to  this  grade,"  or,  "I  don't  understand  you,  I  don't  see  what  you  can 
possibly  have  in  mind."  When  pressed  further  their  responses  re- 
vealed that  not  for  a  moment  had  thought  been  given  in  daily  or 
weekly  grading  to  progress  made  by  pupils  in  acquiring  those  dispo- 
sitions and  habits  without  which  life  cannot  be  a  success. 

The  significance  of  ordinary  daily,  weekly  or  term  grades,  when 
they  have  any  significance  whatever,  may  doubtless  be  stated  in  terms 
of  the  amount  of  subject  matter  mastered  when  compared  with  the 
total  amount  to  be  mastered.  And  this  is  true  whether  the  subject 
be  Literature,  History,  Algebra,  Latin,  or  any  of  the  more  modern 
school  subjects.  Is  this  the  way  it  should  be?  Are  teachers  dealing 
fairly  with  pupils  when  their  methods  of  grading  are  such  as  to  gloss 
over  the  very  characteristics  which  the  cold  world  values  most?  May 
it  not  truthfully  be  said  by  pupils  who  later  succeed  that  they  do  it 
in  spite  of  our  methods  rather  than  because  of  them?  Is  it  not  in- 
cumbent upon  teachers  to  analyze  success  in  terms  of  the  original 
and  acquired  powers  and  capacities  involved  and  from  this  derive  a 
working  schedule  for  daily  guidance?  Some  pertinent  questions  on 
grading  may  be  of  assistance: 

(1)  What  are  your  reasons  for  grading  your  pupils? 

(2)  When  you  give  a  grade  what  is  its  fullest  possible 
significance  to  you?    To  your  pupil? 

(3)  What  relation,  if  any,  should  obtain  between  those 
dispositions,  aptitudes,  habits,  etc.,  which  determine 
success  in  life  and  your  method  of  grading? 

(4)  What  bearing,  if  any,  should  society's  cold,  calculat- 
ing method  of  evaluating  human  worth  have  upon 
your  method  of  grading  pupils? 

(5)  Of   what  significance   for   teachers   should   society's 
method  of  attaching  unequal  values     to     "success" 
factors  have? 

*In  this  monograph  the  term,  "grading,"  has  the  usual  significance 
of  marking  or  rating.  The  more  inclusive  term,  "vocational  sub- 
jects" is  used  in  spite  of  the  fact  that  the  subjects  referred  to  herein 
are  popularly  referred  to  as  "shop"  or  "trade"  subjects. 


414477 


WHY  TEACHERS  GRADE  PUPILS. 

The  average  teacher  rates  or  grades  pupils  for  one  or  more  of  the 
following  reasons:  (1)  to  comply  with  administrative  demands;  (2) 
that  more  adequate  information  regarding  the  pupil's  progress  may  be 
possessed ;  ( 3 )  that  facilities  may  be  provided  whereby  the  pupil  may 
be  informed  of  his  successes  and  failures.  In  the  majority  of  cases 
compliance  with  administrative  regulations  consists  in  reporting  a 
letter  or  per  cent  grade  at  the  end  of  a  stated  period,  e.  g. :  month, 
term,  or  semester.  However,  in  a  few  cases,  it  consists  in  recording 
daily,  weekly  or  monthly  progress  in  such  form  as  to  enable  all  con- 
cerned to  have  definite  information  regarding  quality  and  quantity  of 
pupil  accomplishments.  Credit  for  this  too  infrequent  but  desirable 
condition  belongs  to  the  few  educational  workers  who  have  the 
initiative  to  break  away  from  traditional  policies  and  to  think  unob- 
structedly  in  terms  of  social  needs.  That  more  administrators  have 
not  acted  in  this  way  has,  however,  not  been  altogether  due  to  lack 
of  disposition.  Nor  can  they  be  charged  with  incapacity  to  prosecute 
reformatory  measures.  In  many  cases  they  have  not  acted  because 
school  boards  have  refused  to  furnish  clerical  assistance,  thus  necessi- 
tating large  expenditure  of  time  and  energy  by  supervisors  in  doing 
work  which  could  be  done  twice  as  well  by  capable  clerks  and  for  one- 
fifth  to  one-half  the  cost. 

Whenever  the  writer  has  asked  conscientious  teachers  who  habit- 
ually keep  detailed  records  of  pupil  progress  the  primary  purpose  of 
such  painstaking  action  the  most  common  response  has  been:  "that 
I  may  know  definitely  from  day  to  day  how  fully  each  of  my  pupils 
has  mastered  the  subject  matter."  Occasionally,  to  be  sure,  the  re- 
sponse referred  to  the  possibility  of  more  accurate  grading  for  the 
month,  term,  or  semester.  Rarely  was  mention  made  of  the  obligation 
resting  upon  all  who  serve  as  guides  to  make  known  to  their  charges 
not  only  wherein  they  fall  short  or  succeed,  but  likewise  how  they 
may  improve  the  quality  and  increase  the  quantity  of  mental  products. 
Rather  did  it  have  reference  largely  to  the  quantity  of  such  matter 
assimilated  or,  more  truthfully  speaking,  memorized.  In  short,  re- 
sponses almost  uniformly  indicated  complete  acceptance  of  what  might 
be  termed  "quantity  of  subject  matter"  rather  than  "quality  of  mental 
process"  policy  in  education. 

The  third  type  of  teacher  is  found  in  one  form  or  another,  though 
not  frequently,  in  all  school  systems.  To  inform  pupils  of  their  short- 
comings has  become  little  short  of  an  obsession  with  many.  But  such 
teachers  invariably  belong  to  the  "quantity  of  subject  matter"  group 
and  are  largely  innocent  of  the  possibilities  involved  in  determining 
what  constitutes  success  in  human  endeavor  and  administering  to 
schoolroom  activities  accordingly.  In  this  group  will  also  be  found 
those  worthy  devotees  of  the  measuring  or  rating  scale.  Much  com- 
mendation is  due  these  for  moving  in  the  right  direction,  for  thinking 
in  terms  of  those  human  dispositions,  attitudes,  powers,  capacities,  etc., 
which  determine  success,  and  for  attempting  to  prepare  usable  record 
cards  in  conformity  therewith.  It  is  regretable  though  that  in  their 
zeal  to  devise  a  practicable  system  of  rating  pupils  they  have  not  at- 


tached  due  weight  to  such  factors  as  the  necessity  of  frequent  grading, 
i.  e. :  more  often  than  monthly,  convenience  in  size  of  cards,  intel- 
ligibility of  terminology  both  for  teacher  and  pupil  and  accessibility  of 
card  to  pupil.  However,  the  complex  and  somewhat  cumbersome  rec- 
ord card  devised  by  some  is  a  great  improvement  over  the  ordinary 
"blanket"  or  "omnibus"  method  of  evaluating  pupil  effort.  It  re- 
mains to  reduce  it  to  a  simpler,  a  more  convenient  and  therefore  a 
more  serviceable  form. 

WHY  AND  How  TEACHERS  SHOULD  GRADE  PUPILS. 

To  say  that  in  order  to  further  its  interests  society  has  adopted, 
fostered  and  perpetuated  the  school  as  one  of  its  necessary  institutions, 
and  that  every  phase  of  its  administration  whether  it  is  choice  and 
provision  of  texts,  recreational  facilities,  organization  and  presentation 
of  subject  matter  or  any  other  aspect  of  school  activity  should  be 
prosecuted  primarily  for  the  purpose  of  bringing  direct  or  indirect 
benefit  to  the  pupils  is  to  call  attention  to  an  already  recognized  and 
accepted  fact.  The  universal  acceptance  accorded  this  truth,  how- 
ever, does  not  seem  greatly  to  influence  administrators  and  teachers 
when  in  actual  contact  with  pupils.  Inability  or  unwillingness  to 
think  and  act  today  in  terms  of  what  a  child  will  be  or  should  be  five 
or  ten  years  hence  is  a  common  weakness  not  limited  by  any  means  to 
school  men  and  women.  It  is  equally  true  of  all  adults.  Yet  such 
thought  and  action  must  take  place  if  the  best  interests  of  youth  and, 
therefore,  society  are  to  be  promoted.  For  sane  methods  of  adminis- 
tering to  human  needs  are  made  possible  only  through  proper  evalua- 
tion of  all  factors  concerned,  in  short,  through  rationalizing  one's 
conduct. 

Every  administrative  problem  involves  consideration  of 

(a)  the  nature  of  the  raw  material; 

(b)  the  nature  of  the  product  desired,  and 

(c)  a  method  of  dealing  with  the  raw  material. 

In  considering  this  problem  theses  which  will  be  maintained  are: 

(1)  A  system  of  rating  or  grading  pupils  must  be  based  upon 
fundamental  human  capacities  and  powers  and  the  relative  values  at- 
tached to  these  by  society. 

(2)  Opportunity  should   be  provided   for  ready  evaluation  by 
teachers  of  the   few  most  important   "success"   factors   involved  in 
class  exercises  or  operations. 

(3)  A  system  of  marking  must  (a)  be  intelligible  to  both  pupil 
and  teacher,  and  (b)  be  readily  accessible  to  pupils,  and  (c)  really 
inform  pupils  in  terms  of  daily  life  wherein  they  are  succeeding  or 
failing. 

(4)  The  scheme  should  be  flexible  enough  to  permit  attaching 
different  values  to  the  different  factors  in  accordance  with  various 
stages  of  maturity  of  pupils. 

To  any  one  conversant  with  the  educational  literature  of  the  last 
few  decades  there  is  nothing  startling  in  the  statement  that  an  impor- 
tant obstacle  to  normal  development  in  pupils  is  the  almost  complete 


divorcement  of  school  from  life  outside.  And  despite  improvements 
which  have  been  made  this  condition  still  widely  prevails.  Disinclina- 
tion to  take  advantage  of  accepted  economic  practices  is  no  more 
strongly  evidenced  anywhere  than  in  connection  with  passing  value 
upon  the  worth  of  pupil  effort;  and,  in  no  case,  is  it  fraught  with 
more  disastrous  results.  The  world  puts  a  premium  upon  specific 
human  capacities,  powers  and  dispositions,  all  of  which  in  undeveloped 
form  are  present  in  pupils. 

As  an  instance  of  what  is  considered  invaluable  in  social  and  eco- 
nomic life  note  the  explanation  of  an  army  inspector  as  to  why  so 
many  candidates  fail  to  secure  commissions: 

"The  most  glaring  fault,"  he  says,  "noted  in  aspirants 
to  the  Officers'  Reserve  Corps, — might  be  characterized 
by  the  general  word  'slouchiness,'  a  mental  and  physical 
indifference." 

"A  great  number  of  men  have  failed  because  of  in- 
ability to  articulate  clearly." 

"Many  men  fail  to  measure  up  to  the  requirements 
because  they  have  not  been  trained  to  appreciate  the 
importance  of  accuracy  in  thinking." 

"A  last  important  element  that  seems  lacking  in  the 
mental  and  moral  make-up  of  some  of  our  students  is  the 
characteristic  of  'grit.' " 

Those  in  charge  of  the  young  may  well  inquire  to  what  degree  they 
are  responsible  for  these  deplorable  indispositions  and  incapacities  in 
those  who  aspire  to  command;  and  what  modifications  in  methods 
are  necessary  in  order  that  the  same  thing  may  not  later  be  said  of 
those  now  in  school. 

Fifteen  minutes'  conversation  with  any  wideawake  employer  will 
substantiate  the  claim  that  the  all-important  factors  in  successful 
competition  are:  workmanship  ability,  co-operative  ability,  regularity, 
punctuality,  etc.  And  such  an  employer  will  soon  inform  you,  if 
questioned,  that  by  workmanship  ability  he  means  initiative,  i.  e., 
knowing  how  to  start  and  starting  on  a  job,  accuracy,  neatness,  speed, 
ability  to  make  small  adjustments  and  repairs  when  necessary,  care  of 
machinery,  tools,  etc. 

Moreover  teachers  of  trade  subjects  not  only  recognize  the  jus- 
tice of  the  employer's  attitude  but  maintain  that  the  "blanket"  grades 
they  are  giving  daily  or  weekly  are  really  intended  to  comprehend 
these  identical  factors.  At  the  same  time  they  readily  admit  the  in- 
adequacy of  a  method  of  grading  which  does  not  accord  in  detail  with 
the  pressing  needs  of  life  and  in  turn  specifically  informs  pupils 
wherein  they  are  weak  or  strong. 

But  almost  without  exception  they  have  failed  or  refused  to  rec- 
ognize this  in  grading  schemes.  When  factors  have  been  singled  out 
in  passing  judgment  upon  a  pupil's  work  they  have  quite  uniformly 
been:  ability  to  gain  and  retain  facts,  reasoning  power,  and  skill  in 
manipulation.  A  study  of  marking  systems,  however,  reveals  aston- 
ishingly few  administrators,  not  to  mention  teachers,  who  have  gone 
even  this  far  toward  improving  the  unsound  "blanket"  system  of 
grading. 


The  fact  that  in  one  instance  immature  rather  than  mature  per- 
sons are  being  dealt  with  should  not  seriously  affect  the  program. 
Regardless  of  their  immaturity,  at  least  so  far  as  pupils  in  trade 
subjects  are  concerned,  they  must,  of  necessity,  have  approximately 
the  same  mental  and  physical  experiences  when  performing  mechani- 
cal operations  and  when  trying  to  comprehend  the  processes  involved 
as  they  would  if  mature.  They  must  handle  tools  and  equipment  with 
an  ultimate  purpose  in  mind,  they  must  meet  and  overcome  diffi- 
culties, they  must,  or  should  be  expected  to,  complete  tasks  within 
certain  time  limits,  and,  finally,  they  must  or  should  maintain  a  qual- 
ity of  workmanship  consistent  with  their  respective  capabilities.  De- 
fense of  these  claims  is  unnecessary.  For  teachers  in  trade  work,  and 
others  as  well  to  a  large  degree,  readily  admit  the  justice  of  the 
position  taken. 

An  experience  of  several  years  in  training  teachers  of  trade  sub- 
jects has  taught  the  author  that  no  single  group  of  teachers  has 
more  definite  ideas  than  they  as  to  what  should  result  from  class  room 
activity.  Yet,  on  the  other  hand,  doubtless  no  teachers  as  a  whole  are 
more  innocent  of  ways  and  means  of  realizing  their  ideals.  The 
heritage  of  ordinary  schoolroom  procedure  has  been  helpful  in  some 
ways;  but  whether  more  helpful  than  detrimental  is  questionable. 
Certainly  the  heritage  in  methods  of  grading  pupils  has  so  many 
undesirable  features  connected  with  it  that  it  is  proving  to  be  a  mill- 
stone rather  than  a  life  saving  device. 

During  the  past  year  several  wide-awake  teachers  of  trade  sub- 
jects in  Indianapolis  have  attacked  some  of  their  problems  in  a  most 
praiseworthy  manner,  and  with  beneficial  results  which,  it  is  believed, 
will  not  be  limited  by  any  means  to  vocational  or  trade  fields.  Our 
important  piece  of  work  prosecuted  by  them  consisted  in  an  analysis 
of  the  elements  involved  in  successful  classroom  procedure  and  final 
agreement  on  the  factors  which,  in  their  judgment,  should  receive  spe- 
cific attention  in  grading  pupils. 

Among  the  factors  mentioned  and  discussed  were,  attention,  in- 
terest, initiative,  originality,  neatness,  accuracy,  speed,  care  of  tools 
and  equipment,  attitude  toward  work,  independence,  persistence  and 
co-operativeness.  From  this  list  the  following  were  agreed  upon  as 
best  satisfying  conditions:  attitude  toward  work,  originality,  self- 
directive  ability,  quality  of  workmanship,  care  of  tools  and  equipment, 
and  speed.  PJxtended  discussion  resulted  in  the  conviction  that  the 
form  of  statement  could  be  much  improved  in  some  of  the  above  cases ; 
that  teachers  of  drawing  and  design  uniformly  attached  greater  impor- 
tance than  other  trade  teachers  to  originality ;  that  while  certain  fac- 
tors in  the  list  would  have  much  weight  in  one  stage  in  the  pupil's 
education  they  should  be  largely  disregarded  at  another;  and  finally, 
that  the  relative  values  which  should  be  attached  to  the  different  fac- 
tors would  vary  throughout  the  pupil's  career;  e.  g.,  speed,  should  be 
regarded  as  of  minor  importance  until  after  the  elementary  principles 
and  processes  of  the  trade  have  been  covered. 

When  attention  was  turned  to  the  specific  task  of  preparing  a 
card  suitable  for  grading  pupils  in  accordance  with  the  ideals  afore- 


should  bepassed  by  the  teacher.  Moreover,  a  few  of  the  teachers  had 
compared  results  when'gFacTes  were  given  at  long  intervals  with  those 
when  they  were  given  daily  and  were  convinced  of  the  superiority  of 
the  latter  method.  Provision,  therefore,  for  frequent  grading  had 
to  be  made.  But  if,  as  had  been  agreed  upon,  pupils  profit  more  from 
frequent  grades  than  from  occasional  ones  then  ready  access  to  grades 
must  obtain.  In  this  connection  also,  consideration  had  to  be  given 
to  suitability  of  card  for  daily  record  purposes,  for  filing  and  for 
reference.  In  addition,  room  had  to  be  provided  for  the  essentials  of 
identification. 

It  appeared  further  that  the  subject-matter  of  mechanical  drawing 
and  design  is  such  as  to  make  a  different  form  of  card  highly  desirable. 
Outside  of  this,  individual  reaction  to  the  problem  is  wholly  respons- 
ible for  the  variation  in  card  forms. 

It  will  be  noted  that  in  each  instance  opportunity  is  provided  ( 1 ) 
for  grading  pupils  quickly  in  terms  of  those  factors  which  are  indis- 
pensable to  success  in  life  regardless  of  one's  vocation;  (2)  for  record- 
ing daily  or  less  frequent  grades;  (3)  for  showing  attendance  and 
tardiness;  (4)  for  indicating  essential  identification  data;  (5)  for 
controlling  various  aspects  of  classroom  procedure  through  use  of  de- 
merits; (6)  for  convenience  in  handling  by  pupil  and  teacher  and  for 
filing;  (7)  for  weighting  the  different  factors  differently  in  accord- 
ance with  the  judgment  of  instructor  or  the  composite  judgment  of 
the  various  instructors. 

Among  the  innovations  and  reforms  necessitated  by  the  adoption 
of  such  record  forms  none  will  be  more  bitterly  assailed  than  the  in- 
sistence upon  accessibility  of  cards  to  pupils  and  what  this  implies. 
So  universally  have  teachers  adopted  and  practiced  the  "blanket"  sys- 
tem of  grading  and  administrators  the  monthly  notification  scheme 
that  the  advantages  of  this  more  open,  more  just  and  more  effective 
method  are  likely  to  be  overlooked.  Apropos  to  this  Superintendent 
Harris  of  Franklin,  Ohio,  writes : 

"The  grade  book  is  open  for  inspection  by  the  pupils 
but  too  frequent  inspection  is  not  encouraged  because  of 
the  time  consumed.  I  have  had  many  teachers  object  to 
these  'open'  grades  at  first  as  they  prefer  to  keep  them 
secretly.  I  consider  this  secret  grading  unfair.  To  grade 
openly  requires  a  little  more  firmness,  a  little  more  char- 
acter, if  you  please.  And  it  forces  the  teacher  to  give  a 
'square  deal/  something  not  always  practiced  in  secret 
grading.  Besides  it  effectively  eliminates  all  excuses  for 
charging  partiality  to  the  teacher  and  relieves  us  of  the 
'teacher's  pet'  business.  Teachers  who  have  used  it 
awhile  invariably  like  it  and  do  not  want  to  return  to 
the  old  method." 

It  is  the  author's  belief  that  pupils  in  vocational  schools  are  of 
such  maturity  that  the  only  effective  way  of  administering  to  their 


needs  is  by  informing  them  frequently,  preferably  each  day,  how 
teachers  evaluate  their  respective  attitudes  and  accomplishments.  Dis- 
regard for  or  undervaluation  of  the  great  and  continuous  influence  of 
approval  and  disapproval  and  of  personal  encouragement  and  dis- 
couragement upon  pupils'  lives  is  responsible  for  the  method  of  giving 
infrequent  "blanket"  grades.  That  much  of  the  carelessness  and  un- 
fairness which  unavoidably  characterizes  the  practice  of  infrequent 
and  secretive  grading  will  be  made  improbable,  if  not  impossible,  by 
the  method  suggested,  all  teachers  will  admit.  To  be  sure  conscien- 
tious, thoughtful  teachers  soon  possess  such  intimate  knowledge  of 
their  pupils  that  they  unconsciously  govern  themselves  in  accordance 
with  the  policy  advocated.  But  as  the  class  increases  in  size  this  be- 
comes much  more  difficult,  and  finally  impossible  except  to  rare  mem- 
bers of  the  profession. 

CARD  FORM  1. 


arnvA 


CJJ33U3Q   |j|l(MUIUUH.lM|X|N|dlXlMlXNI^IXl>VHJ.m 


JLM 


14 


SCHOOL 
SUBJECT 
BENCH 


DAILY    RECORD  CARD 


.ROOM      T     HOUR  7*-* 


:EPORT  NC  zr  TTRH  ENDING. 


<CDO 


ATTENDANCE" 


VAUUE 


W 


F  M 


WT 


M 


WT 


f*M 


WT 


MT 


WT 


VALUE 


WEEK  h« 


IO 


This  card  form  is  the  work  of  H.  F.  Markus,  teacher  of  electrical 
work  at  the  Arsenal  Technical  Schools,  Indianapolis. 

This  card  form  indicates  the  record  of  a  pupil  for  17  days  together 
with  identification  data.  The  reverse  side  of  the  card  shows  a  record 
of  work  completed  daily.  The  black  circles  represent  the  punch 
marks.  In  actual  practice  pupils  are  required  to  fill  in  all  identifica- 
tion blanks  at  the  beginning  of  the  term  under  the  instructor's  direc- 
tion. During  the  shop  period  each  pupil  places  his  card  in  a  special 
pocket  provided  in  his  tool  box  thus  making  it  available  for  immediate 
reference.  When  work  is  completed  in  class,  pupils  are  required  to 
record  the  same  on  the  back  of  the  card.  At  the  end  of  each  shop 


Reverse  Side  of  Card  Form  1 


LU 

1 

^ 
ce 


D 
Cd 


§ 


r  i-  * 


period  the  pupil  is  graded  on  each  of  the  four  points  mentioned.  If 
the  pupil  neglects  to  present  his  card  he  loses  his  grade  for  that  day. 
The  majority  of  grades  are  A,  B.  and  C,  in  which  case  the  punch 
mark  is  adequate.  Exceptionally  good  marks  are  indicated  by  a  plus 
sign  and  exceptionally  poor  ones  by  the  vertical  line.  Since  these  are 
not  frequent  the  author  considers  the  three  grade  arrangement  better 
than  one  requiring  a  larger  card.  Demerits  signify  misbehavior  or 
carelessness  of  any  sort  and  lower  the  pupil's  record.  When  reports 
are  due  at  the  office  each  pupil  is  required  to  hand  in  on  a  separate  slip 
the  summation  of  his  grades.  The  office  requires  reports  in  terms  of 
five  grades,  A+,  A,  B,  C,  and  D,  corresponding  respectively,  to  the 
per  cents,  96-100,  90-95,  80-89,  70-79,  and  below  70.  For  con- 
venience in  computing  the  grades,  though  this  may  not  be  mathe- 
matically accurate,  an  A+  counts  10,  A-9,  B-8,  C-7,  and  D-5  points. 
Absence  counts  0  and  demerits  count  minus  8.  The  pupil  adds  up  all 
the  grades  given  on  a  certain  factor  as,  for  example,  workmanship 
which  totals  126;  since  workmanship  in  this  case  has  a  value  of  40 
per  cent  the  pupil  finds  40  per  cent  of  126  which  is  50.4  points.  When 
he  has  treated  each  factor  in  the  same  way  and  added  the  different 
totals  he  has  arrived  at  his  total  number  of  points.  The  author  main- 
tains that  his  card  has  the  following  points  of  merit:  1st,  it  calls  the 
pupil's  attention  each  day  to  his  strong  and  weak  points  in  such  a  way 
that  he  is  enabled  to  intelligently  reorganize  his  efforts;  2nd,  the  in- 
structor is  enabled  to  give  daily  grades  on  several  factors  within  the 
space  of  3  or  4  minutes,  in  fact  while  the  pupils  are  preparing  for 


dismissal ;  3d,  the  card  promotes  closer  co-operation  between  pupil 
and  teacher  since  by  this  method  the  teacher  must  face  each  pupil 
daily  and  grade  in  terms  of  the  pupil's  attitude  and  responses;  4th,  it 
places  a  premium  on  consistent  daily  work  and  regularity  in  attend- 
ance; a  sudden  "speeding  up"  at  the  home  stretch  has  relatively  little 
effect  on  the  final  factor;  5th,  the  cards  are  convenient  for  filing  and 
are  invaluable  for  future  reference;  6th,  the  extra  space  at  the  right 
hand  side  of  card  may  be  used  for  grading  projects  or  for  recording 
additive  or  subtractive  items  in  case,  for  administrative  reasons,  ab- 
sence has  been  necessary. 

Owing  to  the  fullness  of  comment,  explanation  and  recording  of 
this  card  detailed  treatment  is  unnecessary  in  connection  with  the 
other  card  forms. 

CARD  FORM  2. 


1 

X 

1 

DEPT 

SCHOOL 
CITY 

5 

i 

i 

kj 

1 

i 

LOCKfff  M£/. 

E 

DRAWERK£Y.     \  /S 

CH£CK  NUMBER  \  ZS 

&MZW 

ABSENT 

TAXOY 

MON 

TU£5. 

W££> 

THUfi. 

XV?/. 

W££M 

1 

2. 

1 

2 

SELF  DIRECTION 

B 

4 

J 

S 

? 

3 

S 

ACCURA  CY 

C 

B 

C 

B 

a 

/ 

2 

/ 

2 

3 

3 

4 

S 

£ 

d" 

SPEED 

a 

C 

e 

C 

a 

/ 

2 

/ 

1 

3 

3 

* 

6 

£ 

5 

ATTITUDE 

A 

a 

a 

C 

a 

/ 

2 

/ 

2 

3 

3 

4 

S 

4 

f 

CAREOFTOOLS 

C 

a 

a 

A 

A 

/ 

2 

/ 

2 

3 

3 

4 

S 

4 

5 

DEPOS/T 

EMTERED      SEPT.  8,  /9/8. 

GRADl 

TOTAL 

TOTAL 

TOTAL 

REFUND 

W/THO&EW 

Edward  E.  Greene,  teacher  of  sheet  metal  work  in  the  Arsenal 
Technical  Schools  of  Indianapolis,  is  responsible  for  the  above  card. 
Attention  is  directed  to  the  slight  variation  in  terminology.  Accuracy 
should  be  interpreted  as  equivalent  to  workmanship. 

Distinctive  features  of  this  form  are:  (1)  substitution  of  figures 
for  days  in  recording  absence,  tardiness  and  demerits;  (2)  provision 
for  recording  money  deposit  and  refund  of  same;  (3)  arrangement 
for  keeping  record  of  entrance  and  withdrawal  from  class;  (4)  ne- 
cessity of  using  pencil  or  pen  for  marking  grade;  (5)  provision  for 
marking  pupil  on  individual  points  for  successive  Mondays,  etc.,  in 
same  unit  of  space,  and  (6)  place  for  recording  weekly  and  final 
grades,  total  demerits,  absence  and  tardiness. 


The  author  of  the  above  form  believes  that  the  points  enumerated 
on  the  card  are  sufficiently  inclusive  to  cover  the  major  essentials  of 
any  class  session  and  that  the  best  interests  of  the  pupils  may  be  pro- 
moted only  through  marking  on  each  point  daily.  It  is  his  opinion 
that  unless  constant  watchfulness  on  the  teacher's  part  prevails,  many 
high  school  pupils  will  become  careless  and  actually  retrogress. 


CARD  FORM  3. 


SCHOOL 


Drt/LY&FCOftD  CflRO 

SUBJECT      (^^Le^J^t^t   -T 


TfiRDY 


VALUE 


DEMERIT 


Tf/tft 

CNO/MG 


WEEKLY  GRADE 


«£££ 


, 


3O 


AVERAGE 


OQ 


DtflLY  GRflDZ 


Or  TOOLS 


»TTIT(JDE 


l 
TH 


fl 

TH 


M 


© 


TH 


f* 

TH 


TH 


/If  /9 

D 

B  C 


h 


M  T 

w 

TH         F 


r* 

TH 


TH 


f*  T 

W 

TH        r 


M 
TH 


At 


D 

B  C 


TH 


TH 


W 

TH  F 


D 
B  C. 


A 
D 

B C 


\ 


This  card  was  prepared  by  Jacob  L.  Jones,  teacher  of  Carpentry  at 
the  Arsenal  Technical  Schools,  Indianapolis.  Note  that  pupil  has 
received  1  demerit,  an  A+  in  self-direction,  an  A  in  speed,  a  C  in 
workmanship,  and  daily  grades  in  care  of  tools  and  attitude. 

Distinguishing  features  of  this  card  are  provision  1st,  for  grading 
daily  on  some  points  and  weekly  on  others;  2nd,  for  giving  any  one 
of  five  grades  on  any  point;  3rd,  for  marking  weekly  average,  and  4th, 
for  final  grade  on  finished  project.  The  author  comments  upon  the 
card  as  follows:  "I  look  upon  the  grade  given  to  the  pupil  as  equiva- 
lent to  reward  or  pay  for  work  done.  If  he  is  absent  he  receives  no 
pay ;  if  he  has  been  excused  for  administrative  reasons  a  grade  may  be 
given  when  the  work  is  made  up.  Tardy  and  demerit  marks  may  be 
used  against  the  pupil  if  it  seems  advisable.  It  is  essential  that  teach- 
ers be  permitted  to  assign  different  values  to  the  different  factors 
since  the  same  values  may  not  appropriately  be  assigned  to  the  same 
factors  in  all  courses  and  in  all  grades.  Provision  for  marking  the 
finished  project  is  made  since  owing  to  the  nature  of  the  work  it  is 
sometimes  impossible  to  complete  the  project  in  a  week  and  some- 


times  even  in  five  weeks."   For  finding  the  weekly  average  the  author 
offers  the  following : 

1-B        equals      .85  Assigned 

Attitude  •(    1-C       equals      .75  Average  Value   Points 

3-D        equals    1.80  3.40     equals       .68    X     .15=.102 


Care  of  tools 


2- A  equals  1.90 
2-B  equals  1.70 
1-C  equals  .75  4.35  equals 


.87    X     .15=.130 


Workmanship 

Speed 

Self-direction 


L~C 

L-A 


equals      .75 
equals      .95 


L-A+    equals    1.00 


equals 
equals 
equals  1.00  X 


.75    X     .30=:.225 
.95    X     .15=.1425 
.25=.250 


CARD  FORM  4. 


Weekly  grade  .8495 


/MS7&/C7&e.. 


B 


ffC 


Tor/JL  PC/NTS 


0 


BC 


D.  F.  Griffin,  teacher  of  pupils  in  electrical  drawing  at  the  Arsenal 
Technical  Schools,  is  responsible  for  this  card.  Attention  is  directed 
to  the  simpler  form  of  card,  the  use  of  the  term,  interest,  in  place  of 
attitude  and  the  substitution  of  originality  for  self-direction. 

Owing  to  the  nature  of  the  subject  a  card  of  simpler  form  than 
the  others  is  possible.  Instead  of  giving  grades  daily  they  are  given 
upon  the  completion  of  individual  sheets.  Where  several  days  are 
required  for  completing  one  sheet,  as  is  occasionally  true  even  in 
elementary  work,  the  method  set  forth  on  the  card  is  open  to  adverse 


criticism.  Doubtless  attitude  toward  work  and  care  of  instruments 
are  of  sufficient  importance  to  merit  daily  marking.  On  the  other 
hand  the  author's  provision  for  checking  demerits,  at  least  partially 
counterbalances  this  weakness. 

While  it  is  recognized  that  certain  plausible  objections  to  the  use 
of  such  a  plan  may  be  raised,  at  the  same  time  it  is  believed  that  these 
objections  are  of  little  significance,  comparatively  speaking.  The 
supreme  object  has  been  and  is  to  devise,  introduce  and  develop  a 
scheme  of  grading  which  has  a  much  sounder  psychological  basis  than 
those  universally  employed.  To  do  this,  as  has  been  already  pointed 
out,  necessitated  careful  evaluation  of  many  factors,  the  time  and 
energy  of  the  teacher  being  no  inconsiderable  one.  In  order  to  protect 
the  teacher,  facilities  for  recording  judgment  quickly  is  provided, 
while  to  protect  the  pupil,  provision  is  made  for  acquainting  him  with 
the  points  upon  which  society's  appraisal  of  his  efforts  will  be  based, 
for  giving  him  some  idea  as  to  the  importance  of  the  various  "suc- 
cess" factors  in  his  life  and  for  daily  stimulation  along  lines  con- 
sistent with  successful  business  practice. 

In  conclusion  attention  is  called  to  an  administrative  problem 
upon  which  this  study  has  important  bearing  and  which,  so  far  as  the 
author's  experience  has  gone,  is  usually  overlooked  or  ignored.  Voca- 
tional schools  especially — though  in  a  sense  the  same  is  true  of  all 
schools — must  gain  and  hold  the  respect  of  men  engaged  in  industrial 
pursuits  or  they  will  be  facing  as  discouraging  a  situation  two  decades 
hence  as  they  now  are.  Let  quality  of  product  be  their  watchword 
for  a  few  years  and  both  employers  and  organized  labor  will  gladly 
champion  their  cause  on  any  and  every  occasion.  At  present  adminis- 
trators either  do  not  or  cannot  see  this.  Otherwise  why  do  they  place 
twice  as  many  pupils  in  vocational  classes  as  can  be  accommodated, 
why  do  they  hire  teachers  (?)  who  have  only  a  smattering  of  knowl- 
edge and  skill,  why  do  they  send  or  permit  their  teachers  to  "shuffle 
off"  their  most  troublesome,  most  indisposed  and  most  ignorant  pupils 
upon  teachers  of  these  classes,  why  do  they  ignore  the  education  of  the 
pupil  in  order  that  the  annual  expense  account  may  be  reduced  a  few 
hundred  dollars,  why  do  they  ask  for  such  quality  and  quantity  of  pro- 
duction that  the  teacher  has  no  time  to  instruct  however  capable  or 
disposed  he  may  be,  and  finally,  why  do  they  encourage,  or  at  least 
sanction,  public  exhibitions  for  which  the  teacher  rather  than  the 
pupils  is  primarity  responsible  ?  We  may  expect  wholesome  results  in 
this  field  as  soon  as  administrators  exhibit  enough  common  sense  and 
courage  to  make  impossible  these  just  but  uncomplimentary  charges. 
Until  then  we  may  as  well  be  resigned  to  our  fate. 

If  the  point  of  view  represented  in  this  monograph  contributes 
in  some  slight  way  toward  introducing  a  program  of  action  which  will 
merit  the  respect  of  business  men  with  sound  judgment,  men  who 
rightly  demand  tangible  results,  the  author  and  his  students  will  feel 
amply  repaid  for  giving  to  the  public  the  results  of  their  humble  ef- 
forts. It  is  their  belief  that  among  the  most  desirable  objects  in  edu- 
cational circles  is  that  of  more  wholesome  respect  from  men  who  are 
in  search  of  trade  knowledge  and  skill.  And  it  is  to  hasten  the  day 


when  this  state  of  affairs  will  prevail  that  they  send  forth  what  they 
believe  to  be  a  sane  and  serviceable  idea. 

Should  it  call  forth  merely  destructive  criticism  they  will  regret 
their  efforts.  Should  it  provoke  discussion  of  constructive  nature 
they  will  be  pleased  since  they  are  confident  that  self-improvement, 
that  much-to-be  desired  thing  in  teachers,  is  certain  to  be  fostered 
thereby.  Finally,  should  teachers  in  this  field  consider  it  of  sufficient 
worth  to  put  it  to  the  test  their  fondest  hope  will  have  been  realized 
and  they  will  indeed  feel  highly  complimented. 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


K  «  U.- 

MAY 1  0  1960 

'  Au'+'ftnr* 

y94 

ws  br9? 

"WQ 

£IR»?A»Y   II«tfP 

HPT  9  °  196? 

UU  1    O  &    IvwC 

REC'D  LD 

OCT221962 

MAY  C  7  1994 

LD  21A-50m-4,'60 
(A9562slO)476B 

-_^AQf  •"• 

General  Library 
University  of  California 
Berkeley 

1  "TQnnt/'Kf  lf«t( 

xg\W» 

1  /may  OUvjD  

LD21-100m-7,'39(402s) 

